By Shay and Margaret McConnon This course aims to help students become aware of their feelings, to accept responsibility for them and to develop effective coping strategies. Feelings are an important, natural and necessary part of us. To be 'in touch' with our feelings is to be attuned to the reactions we experience as we go through life. To acknowledge how we feel inside ourselves (even negative feelings like anger and jealousy) is important to our physical, emotional and social well-being. Adolescence is a time for 'new' feelings which can be wide ranging, intense, confusing and contradictory. It is not unusual for a young person to experience feelings of love and resentment towards their parents at the same time, to be leaping with joy one moment only to swing abruptly into moodiness. Strategies 1 - 3 Designed to help young people develop a vocabulary of feeling words. Students then use this vocabulary to identify their various moods and feelings. Strategies 4 – 6 Young people examine the various ways that feelings are handled, assess themselves on their ability to manage feelings and decide on effective coping strategies.. Strategy 7 The assessment exercises lead to an identification of behaviour goals and theopportunity for commitment to these using a structured plan for behaviour change. Strategies 8 - 9 The feelings of anger and depression are examined in depth. Young people assess their ability to handle these feelings and decide on more constructive ways for managing them. Strategies 10 - 11 Students are given the opportunity to explore feelings about self and to develop ways for improving self-esteem. Strategies 12 -13 Students take part in a board game which provides an opportunity for fun, assessment and renewed awareness of how they can influence their feelings.

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12 Different A4 size printable posters to give young children tips on how to deal with anger and tame their tempers. Can also be used as prompt cards to remind children during an outburst of anger.

Children need to acquire good linguistic skills if they are to succeed in education and in life. They need to be able to: ask for things give their opinions express their likes and dislikes describe what they see around them There are four sections to the sheets: My details (10) My choices (10) Myself (10) Other People (10) ​ Research has shown that language and memory are inter-related: we need language in order to form memory; we need memory in order to develop our language skills. We can remember objects and events if we can express them verbally; we are unable to participate in conversation unless we can remember what the other person has said. However, an increasing number of youngsters are starting nursery/school with very poor language skills; not only does this make life difficult for them (and for the teachers), it means that more formal schooling, such as reading and writing, is necessarily delayed. Their difficulty may be in actually annunciating the words clearly or in knowing the vocabulary to use. These worksheets provide opportunities for teachers and helpers to develop conversations with the child by concentrating on the child’s own experiences They are therefore not only able to encourage the child to speak, but also to assess where any problems might lie. The worksheets also help the child to think about their likes and dislikes and, by comparing and contrasting them with those of their friends, to develop a concept of ‘self’, i.e., ‘Who am I and what makes me special?’ This is useful as children nowadays often have little chance to talk about their hopes and dreams, their likes and dislikes, their developing tastes and preferences. Yet it is through these that we become the individual characters we are. ‘About Me!...’ offers a unique opportunity for children to think about who they really are; what they feel; what they enjoy; what they like; what they hope to be. Children will come from different backgrounds - homes, family size and make-up, social mores, experiences, will all differ - but through sharing, pupils will hear ideas they may not have heard before and this will encourage them to think more widely and expand their horizons. Teachers can also develop a greater understanding of the individual child, i.e. what ‘makes him tick’. The resource is also ideally suited for use with individual pupils or small groups who have specific needs: issues of low self-esteem; difficulty in identifying ideas of ‘self’.

By Shay and Margaret McConnon Is a programme of structured experiences which aim to educate for sexuality by developing an understanding of, sensitivity to and respect for each individual in the relationship. Young people often confuse love with sex or physical attraction. Essentially it is friendship, and as such involves risk, self-disclosure, empathy, respect and the other skills involved in relating in a positive way with others. The book provides a number of opportunities for dialogue between the sexes in which students can learn from each other that sexual difference is not just biological but psychological, emotional and individual. Such dialogue can lessen the stress and anxiety that young people can experience in relationships with the opposite sex. Strategies 1 –2 Contains low-risk exercises which direct attention to relationships between the sexes and the qualities one looks for in a partner. Strategies 3-4 Stereotyped attitudes between the sexes are viewed critically and the students share thoughts and feelings on how they are viewed and treated by each other. Strategies 5-7 Students identify and evaluate those behaviours, attitudes and personal qualities that help and those that hinder boy/girl relationships. Strategies 8-10 Students assess themselves and identify behaviour goals. Strategies 11 –13 Some common problems that exist in boy/girl relationships are addressed and an opportunity provided for students to be creative in describing what love is. Strategy 14 Evaluation

By Shay and Margaret McConnon Create opportunities for young people to develop skills and their own interpersonal style which will allow them to enjoy positive and successful relationships with others. The skills involved in relating in a positive way with others do not come easily for some young people. Without help, they will continue to be isolated and rejected because of poor 'friendship skills'. People are liked, are popular and have friends because they behave in certain ways. Such behaviours are not necessarily 'caught' but can be 'taught'. Strategies 1 –3 Create deeper understanding of empathy and provide opportunities to practise behaviours which convey empathy. Strategies 4-6 Examine the role of trust in friendship, the importance of making people feel welcomed and valued and of ways to achieve this. Strategies 7-9 Look at basic interpersonal communication skills, especially the skill of listening and getting the other people to talk about their interests. Strategies 10-11 Self Assessment Strategies 12- 13 Gives the opportunity to apply new skills of friendship to existing relationships

by Shay & Margaret McConnon Low self Esteem can have a negative effect on both mental wellbeing and behaviour, but - "A high self-esteem environment is a high performing environment" . Your choice-self esteem is based on experiential learning methods, the book contains 15 session plans, with accompanying photocopiable worksheets and suggested work, designed to enhance self-esteem, recognise strengths and reflect on personal qualities. This is a flexible resource, and is equally effective when delivered in bite size chunks. Benefits: • recognising individual strengths • discovering positive personal qualities • develop open interaction and trust. • learn social skills – handling positive and negative 'put-downs' • encouraging reflection and discussion • develop insight into behaviour Contents: 1 It's Good To Be Me! 2 Be Proud! 3 If I Could Choose 4 Feeling Good 5 It's Great To Be Me! 6 Thank You, I... 7 Put-Downs 8 How To Handle Put-Downs 9 Illusions 10 Be Happy 11 Positive Strokes 12 What It Feels Like To Be Me 13 You Are OF Worth But... 14 What Now? 15 What Have We Got On?

By Professor Irvine Gersch and Amelia Connoly This workbook was created to complement the wonderful Little Box of Big Questions 1 and 2, which contain sets of cards and questions which help children engage in meaningful and positive conversations around topics such as their learning, behaviour and future. This is an engaging workbook, which serves as a guide to using the LBBQ 1 and 2 with children and young people. It can be used alongside both sets of questions but also as a standalone document. Included are a suite of activities to help adults get the most from the cards and a summary of all the questions for easy reference. This guide should help adults with any questions or uncertainties, including how to select appropriate cards and how to engage in active listening. - This workbook is for any adult working with children aged 8-18 - It includes a summary of all questions from LBBQ1 and LBBQ2 - There are 14 activities listed for a wide range of settings to help you get the most from positive conversations with children and young people

A set of 30 Circle Time discussions, each one showing an imaginary event or situation. Many of these are related to familiar story characters prompting children to consider what they might say or do if such an impossible meeting were to occur. What would happen if they were suddenly transported to a fairy-tale world? The worksheets will be fun to complete but will also promote creative writing. Benefits • Improved communication Skills • Listening Skills • Thinking Skills • Concentration • Self confidence • Self Awareness

Rewarding good behaviour is called positive reinforcement and it works! Designed by Eve Wilson, who has spent over 40 years in education, 10 as a head teacher and of Ofsted inspector. The Good Behaviour Pack is based on her experience working with young children in schools. Effective teaching and learning cannot take place in an undisciplined environment. If just one child acts in a disruptive way and persistently stays off-task, this will affect the learning of the entire class group. Every teacher needs to know strategies that will ensure good relationships within the class. Negative punitive means are usually counter-productive. Effective teaching and learning cannot take place in an undisciplined environment. If just one child acts in a disruptive way and persistently stays off-task, this will affect the learning of the entire class group. Every teacher needs to know strategies that will ensure good relationships within the class. Negative punitive means are usually counter-productive. Using positive reinforcement, The Little Monsters GOOD BEHAVIOUR PACK follows the basic principles for a good discipline regimes: • It must be firm • It must be consistent • It must be based on the individual character differences of the child • Rewarding good behaviour and ignoring bad is almost always better than concentrating on punishing the bad. The Good Behaviour Pack contains: - Notes for guidance - 6 reproducible star charts - 30 reproducible Colouring charts - 10 reproducible merit certificates - Behaviour Cards

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This programme aims to prepare students to deal with conflicts in positive ways. It helps them to understand why conflicts occur, how they can be escalated or defused and teaches successful ways of handling them. Conflict would appear to be an inevitable part of life. It exists at global, local and personal levels. Young people, who experience conflict at home, in school or with friends, can often lack the skills to handle these conflicts in satisfactory ways. This course gives students opportunities to learn and practise the skills of conflict resolution. Conflicts can be handled in four basic ways: aggression, withdrawal, mediation and negotiation. Negotiation, which respects both parties' needs, and views the conflict as a shared problem, is generally the most helpful way of resolving conflict. Strategy 1 Encourages reflection on personal experience of conflict. Strategies 2-3 Covers the extent and range of conflict in the world at international, local and personal levels. Strategies 4-6 Young people examine how people normally respond to conflicts, identify behaviours which escalate and those which defuse conflicts, and decide on the most successful way of resolving conflicts. Strategies 7-8 The skills of negotiation are taught and practised, and feedback given on their use. Strategies 9-10 Young people decide on ways of reducing existing conflict in their lives and look at practical ways of preventing conflicts from arising. Strategy 11 Young people assess their conflict management skills, establish behaviour goals and are given the opportunity to commit themselves to these goals using a structured plan for behaviour change. Strategy 12 Evaluation.

The Assertiveness programme will heighten the student's awareness of and give practice in the skills of assertiveness. Being assertive improves people’s chances of getting what they want, reduces frustration, leads to open, positive relationships and increases feelings of self-worth. Assertive people can communicate both positive and negative feelings clearly and honestly. They have the confidence to stand up for their rights. They do not suffer undue anxiety or guilt. They will regard the feelings and needs of others. They do not bully, ridicule, manipulate, mumble or sound apologetic. They maintain their own dignity and self-respect while respecting others.

By Shay and Margaret McConnon The programme is particularly useful for those who wish to foster a co-operative, affirming and supportive class group. Our whole life is spent in a variety of group memberships. We are born into a family group, educated in school groups, socialise in peer groups, earn a living in work groups and worship in religious groups. At every stage in our lives we belong to groups. We are socialised in groups: in fact our personal identity is derived from how we are perceived and related to by other members of our groups.

These cards offer that opportunity: by posing the question ‘Is it OK to…’, they will encourage full and frank discussion around the whole issue of relationships so that students have a chance to explore their own beliefs and to examine whether these beliefs are actually beneficial to their emotional and mental health or whether they wish to amend them to fit a more healthy approach. Stable relationships are the bedrock of society: children and young people thrive in them; adult mental health is to a very large degree, dependent upon them. However, many people form their ideas of relationships from the media: soaps; films; magazines. The ‘celebrity culture’ is seen to be the desirable model of living. As we all know, this can lead to a distorted view of what constitutes a real and lasting relationship. However, spending time in discussion with young people will prove that they have more realistic ideas, if only they have an opportunity to express and develop them. The cards can be used in small groups, in large groups, or with individuals struggling with relationship issues. They are recommended for use in schools, colleges and in mental health situations. Includes over 40 cards and comprehensive notes.

“Play is a child’s work” Children up to age 6 will love the games in this book because they truly are fun! It is a collection of traditional and modern games with physical, emotional and intellectual benefits. Children will learn fine and gross motor skills as well as self-control, direction, dexterity, hand/eye co-ordination, communication, participation and co-operation. The games will also help them learn the social skills of: · Taking turns · Sharing · Confidence · Attention · Observation · Listening · Imagination · Risk-taking · Empathy · Winning and losing · Interaction There are games using bean-bags, hoops, parachutes, bears (cards are supplied on a separate CD-Rom to print out), dice and scarves as well as musical games for the accompanying Bright Beats CD. With some of the games, while playing, children will also be learning about colours, shapes, parts of the body, counting, number recognition and sequencing. Some games can be adapted for children with lower and higher abilities. An indispensable resource to help you work on specific skills or to turn to when you have a spare moment to fill.

A series of cards which will encourage students to think about current issues and express their opinions in a thoughtful and ordered way. Includes 40 different discussion cards. The topics chosen in each set reflect real concerns which affect us during the course of our lives and are particularly relevant in today’s world. Each card has three bullet points which suggest possible aspects to be covered. The students themselves should be able to think of many more and incorporate them into the discussion; they can also find out further relevant information so improving their research skills. Rights and Responsibilities Cards which focus on all aspects of citizenship: acceptable behaviour as well as anti-social behaviours; plus consideration of the law. Suggestions for use Students work in small groups; they can be given the same topic or different ones. Either they or the teacher can choose the topic. The task is to consider the topic using the bullet points and prepare and present a short talk to the rest of the class. The task could also be extended so that students conduct research into each area at home and then produce a more detailed report backed by facts and figures rather than simply presenting their own thoughts and opinions.

34 powerful discussion cards to get children and young people to thinking about the effects of bullying on others. What is the most effective way of reducing the number of playground incidents involving bullying? There are many suggested reason as to why bullying in the playground occurs, and thus, many suggested ways one can reduce bullying in the playground. Yet there is one technique which is often overlooked and which can be readily introduced into Citizenship lessons. It is an approach to the topic of bullying that encourages children to look at things from others' perspectives, raising their awareness of others' emotions and personal circumstances. To support this approach, Small World has developed 34 powerful discussion cards to encourage children and young people to think about the effects of bullying on others. They look at bullying from three different perspectives - the bully, the bystander and the victim. The cards open up discussions about children and young people's own experiences of bullying, investigate ways they can make positive changes and offer opportunities to discuss the support networks that are available to the victims of bullying.

A series of cards which will encourage students to think about current issues and express their opinions in a thoughtful and ordered way. Includes 40 different discussions. The topics chosen in each set reflect real concerns which affect us during the course of our lives and are particularly relevant in today’s world. Each card has three bullet points which suggest possible aspects to be covered. The students themselves should be able to think of many more and incorporate them into the discussion; they can also find out further relevant information so improving their research skills. Cards which focus on all aspects of society: relationships, cultures and social groups, cohesion. Suggestions for use: Students work in small groups; they can be given the same topic or different ones. Either they or the teacher can choose the topic. The task is to consider the topic using the bullet points and prepare and present a short talk to the rest of the class. The task could also be extended so that students conduct research into each area at home and then produce a more detailed report backed by facts and figures rather